The Study On Corelation between Students’Cognition and Attitudes toward Cyberlaw lssues –Taking junior high stuednts in Dongshi Town, Taichung County for example

• Main Authors: Yi-Yin Chen, 陳怡吟
• Other Authors: Yeu-Jing Miin
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/16362587277791964894

碩士 === 國立臺灣師範大學 === 政治學研究所在職進修碩士班 === 98 === The main purpose of this study is to understand Dongshi Town junior high school student’s cognition and attitude towards the Cyberlaw. A further discussion about relevant variables will be made in the study. In order to achieve the purpose of this research, quantitative research methods are used in the investigation. A questionnaire for understanding junior high school students’ cognition and attitude towards the Cyberspace Law has been designed. The samples have been collected from three public junior high schools in Dongshi Town, Taichung County. The data includes 296 students. Though descriptive statistics and ONE-WAY ANOVA, I am going to analyze relevant variables such as students’ gender, time spending on internet per week, where the Cyberlaw knowledge comes from, academic performance, parents’ educational background. Also, have the students or his/her classmates ever encountered the problems of Cyberspace Law, has the time students spend on internet been restricted or has the type of website they browse through been restricted by parents will both been considered in the analysis. If the differences between legal cognition and legal attitude are significant, Scheffe’s method and Pearson’s product-moment correlation will be used to compare and discuss the results. The main results are as the following: 1.The average score on “Cyberlaw Cognition knowledge test” is 13.47, and average rate of correct answer is 74.86%. That shows Dongshi Town junior high school students have owned certain knowledge towards Cyberspace Law. 2.The average score on “Cyberlaw attitude scale” is 90.11 which shows those students’ attitude towards Cyberspace Law tend to be positive. 3.The significant differences in “Cyberlaw Cognition” are due to students’ different sources of the Cyberlaw knowledge and their academic performance. 4.The significant differences in “Cyberlaw attitude” are due to students’ gender, academic performance, as well as their parents’ control on internet using. 5.The analysis shows low correlation between the students’ cognition and attitude towards Cyberlaw. According to the above findings, the suggestions have been made as follows: 1. In the process of teaching, teachers should notice the difference of gender. 2. Bringing students correct attitude towards Internet pornography. 3. Encourage students to see cooperation as an important learning method. 4. Organize Cyberlaw-related educational activities. 5. The knowledge and attitudes toward copyright law is essential to students. 6. Encourage teachers to design Cyberlaw courses. 7. Make pamphlets and interactive CD-ROM for introducing Cyberlaw to junior high school students. 8. Organize Cyberlaw-related in-service education and symposium for teaching staffs. 9. The reeducation on Cyberlaw for the students’ parents. 10. Value the functions of parental education. 11. There are abundant supplementary teaching materials provided by textbook publishers. They are suggested to be used by students. 12. Copyright Law should be emphasized expounded in textbook. 13. Putting more contents and examples about illegal Internet transaction in textbook.